Instructional Design and Technology.pptx
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A summary and analysis of instructional technology the defines Instructional Design and Technology (ID&T)
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Instructional Design & Technology : A summary, Definition and Analysis of ID&T
A summary and analysis of instructional technology that defines Instructional Design & Technology (ID&T).
Instructional Design & Technology Explained.pptx
Instructional design and technology (ID&T) involves using technology to design, develop, and implement instructional materials. The ADDIE model, developed in 1975 for military training, is the most widely used instructional design model but it is complex and time-consuming. Alternatives like the successive approximation model and pebble in the pond model are more flexible and efficient by taking a cyclical or problem-focused approach. Instructional design affects all fields by developing effective curriculum to facilitate mastery of different disciplines.
Summary & Analysis of Instructional Technology
This document summarizes and analyzes instructional technology. It discusses how the field has had different names over time, such as audiovisual instruction and education technology. While instructional technology is the most widely used term in the US, the field is difficult to define because it is constantly evolving. Early definitions of instructional technology focused on instructional media and physical means of presentation, while later definitions emphasized the process of design and development. The most recent definition characterizes it as the study and practice of facilitating learning through appropriate technological processes and resources.
The ASSURE Model
The document discusses the ASSURE model, an instructional guide for designing lessons that integrate technology to meet learner needs. The ASSURE acronym stands for Analyze learners, State standards and objectives, Select strategies/media/materials, Utilize technology/media/materials, Require learner participation, and Evaluate and revise. The model provides a framework for analyzing learners, setting objectives, selecting appropriate materials, using the materials in instruction, engaging learners, and evaluating/revising the lesson. The document recommends using the ASSURE model to effectively incorporate technology into lessons.
What to go by step by step and what’s included in the paperAssuran.docx
What to go by step by step and what’s included in the paperAssurance of Learning Rubric #1 - MSHRM Program
Strategic Application Rubric #1 – MSHRM Program
Students in HRM6623 (Training and Development) will analyze a case and prepare a research paper that includes the strategic application of training and development concepts.
Dimension
Does Not Meet Expectations (1)
Meets Expectations (2)
Exceeds Expectations (3)
Assessment: Distinguishes current HRD gaps from systemic (non-HRD) gaps, anticipates HRD needs based on organizational strategy, and anticipates HRD needs due to changes in technology
Displays little evidence of assessment or shows weak appreciation of organizational strategy in the attempt
Displays moderate evidence of assessment or shows moderate appreciation of organizational strategy in the attempt
Displays significant evidence of assessment or shows strong appreciation of organizational strategy in the attempt
Design: Defines strategy, objectives, method (fitted to the training target—skill, knowledge, interpersonal competency, or experiential growth), materials, and media (classroom or technological)
Defines few key areas of design or shows weak conception of the needed differences of method in the attempt
Defines some key areas of design or shows moderate conception of the needed differences of method in the attempt
Defines most key areas of design or shows strong conception of the needed differences of method in the attempt
Development: Organizes content assets (developed in the design phase) to plan timely and logical delivery of all learning components with proper integration.
Presents no clear delivery plan based on design components.
Presents clear delivery plan based on design components, but logical linkages to implementation components are unclear.
Presents clear delivery plan based on design components, with logical linkages to implementation components.
Implementation: Determines contractor versus in-house facilitator, type of facility, use of technology, equipment, materials, scheduling/sequencing, constraints, and pilot test if feasible.
Correctly specifies few implementation components or only demonstrates weak linkage to development in the attempt.
Correctly specifies some implementation components or demonstrates moderate linkage to development in the attempt.
Correctly specifies most components of implementation or demonstrates strong linkage to development in the attempt.
Case Analysis Rubric #2- Written Communications Rubric MSHRM Program
Dimension
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Submission demonstrates content knowledge, understanding, and application gained from readings, videos, and other coursework or outside research
Submission demonstrates an excellent understanding of subject knowledge and.
ID&T.pptx
Instructional design and technology (ID&T) encompasses the analysis, design, development, implementation, evaluation and management of instructional processes and resources to improve learning. It draws from various disciplines like instructional systems design, technical writing, graphic design and computer science. Over time, the field has evolved from a focus on media to instructional design and the integration of technology. Reiser and Dempsey's definition from 2018 captures the two main aspects of using technology to design, develop and implement instruction.
Overview of the field of instructional design and
Instructional design and technology (IDT) uses systematic methods to create effective instruction. The field draws on learning theories and instructional design models to develop, implement, and evaluate instruction. Common models include ADDIE (analysis, design, development, implementation, evaluation) and Gagne's events of instruction. Recent advances incorporate technologies like multimedia, simulations, and online learning, but challenges remain in integrating technology and assessing student outcomes.
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This document discusses instructional design models for writing instruction. It focuses on the Dick and Carey systems approach model, which provides a systematic process for instructional design. The key steps in the Dick and Carey model include conducting instructional analysis, analyzing learners and contexts, writing performance objectives, developing assessment instruments, and developing instructional strategies. The model emphasizes linking objectives, instructional strategies, and desired learning outcomes. It also stresses evaluating and revising the design throughout the process.
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Instructional Design & Technology : A summary, Definition and Analysis of ID&T
A summary and analysis of instructional technology that defines Instructional Design & Technology (ID&T).
Instructional Design & Technology Explained.pptx
Instructional design and technology (ID&T) involves using technology to design, develop, and implement instructional materials. The ADDIE model, developed in 1975 for military training, is the most widely used instructional design model but it is complex and time-consuming. Alternatives like the successive approximation model and pebble in the pond model are more flexible and efficient by taking a cyclical or problem-focused approach. Instructional design affects all fields by developing effective curriculum to facilitate mastery of different disciplines.
Summary & Analysis of Instructional Technology
This document summarizes and analyzes instructional technology. It discusses how the field has had different names over time, such as audiovisual instruction and education technology. While instructional technology is the most widely used term in the US, the field is difficult to define because it is constantly evolving. Early definitions of instructional technology focused on instructional media and physical means of presentation, while later definitions emphasized the process of design and development. The most recent definition characterizes it as the study and practice of facilitating learning through appropriate technological processes and resources.
The ASSURE Model
The document discusses the ASSURE model, an instructional guide for designing lessons that integrate technology to meet learner needs. The ASSURE acronym stands for Analyze learners, State standards and objectives, Select strategies/media/materials, Utilize technology/media/materials, Require learner participation, and Evaluate and revise. The model provides a framework for analyzing learners, setting objectives, selecting appropriate materials, using the materials in instruction, engaging learners, and evaluating/revising the lesson. The document recommends using the ASSURE model to effectively incorporate technology into lessons.
What to go by step by step and what’s included in the paperAssuran.docx
What to go by step by step and what’s included in the paperAssurance of Learning Rubric #1 - MSHRM Program
Strategic Application Rubric #1 – MSHRM Program
Students in HRM6623 (Training and Development) will analyze a case and prepare a research paper that includes the strategic application of training and development concepts.
Dimension
Does Not Meet Expectations (1)
Meets Expectations (2)
Exceeds Expectations (3)
Assessment: Distinguishes current HRD gaps from systemic (non-HRD) gaps, anticipates HRD needs based on organizational strategy, and anticipates HRD needs due to changes in technology
Displays little evidence of assessment or shows weak appreciation of organizational strategy in the attempt
Displays moderate evidence of assessment or shows moderate appreciation of organizational strategy in the attempt
Displays significant evidence of assessment or shows strong appreciation of organizational strategy in the attempt
Design: Defines strategy, objectives, method (fitted to the training target—skill, knowledge, interpersonal competency, or experiential growth), materials, and media (classroom or technological)
Defines few key areas of design or shows weak conception of the needed differences of method in the attempt
Defines some key areas of design or shows moderate conception of the needed differences of method in the attempt
Defines most key areas of design or shows strong conception of the needed differences of method in the attempt
Development: Organizes content assets (developed in the design phase) to plan timely and logical delivery of all learning components with proper integration.
Presents no clear delivery plan based on design components.
Presents clear delivery plan based on design components, but logical linkages to implementation components are unclear.
Presents clear delivery plan based on design components, with logical linkages to implementation components.
Implementation: Determines contractor versus in-house facilitator, type of facility, use of technology, equipment, materials, scheduling/sequencing, constraints, and pilot test if feasible.
Correctly specifies few implementation components or only demonstrates weak linkage to development in the attempt.
Correctly specifies some implementation components or demonstrates moderate linkage to development in the attempt.
Correctly specifies most components of implementation or demonstrates strong linkage to development in the attempt.
Case Analysis Rubric #2- Written Communications Rubric MSHRM Program
Dimension
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Submission demonstrates content knowledge, understanding, and application gained from readings, videos, and other coursework or outside research
Submission demonstrates an excellent understanding of subject knowledge and.
ID&T.pptx
Instructional design and technology (ID&T) encompasses the analysis, design, development, implementation, evaluation and management of instructional processes and resources to improve learning. It draws from various disciplines like instructional systems design, technical writing, graphic design and computer science. Over time, the field has evolved from a focus on media to instructional design and the integration of technology. Reiser and Dempsey's definition from 2018 captures the two main aspects of using technology to design, develop and implement instruction.
Overview of the field of instructional design and
Instructional design and technology (IDT) uses systematic methods to create effective instruction. The field draws on learning theories and instructional design models to develop, implement, and evaluate instruction. Common models include ADDIE (analysis, design, development, implementation, evaluation) and Gagne's events of instruction. Recent advances incorporate technologies like multimedia, simulations, and online learning, but challenges remain in integrating technology and assessing student outcomes.
AN INSTRUCTIONAL WRITING DESIGN IN TEFL
This document discusses instructional design models for writing instruction. It focuses on the Dick and Carey systems approach model, which provides a systematic process for instructional design. The key steps in the Dick and Carey model include conducting instructional analysis, analyzing learners and contexts, writing performance objectives, developing assessment instruments, and developing instructional strategies. The model emphasizes linking objectives, instructional strategies, and desired learning outcomes. It also stresses evaluating and revising the design throughout the process.
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This document provides an overview of strategies, methods, and practices for teaching to accommodate student needs. It introduces an organized resource for lesson planning that allows browsing and selecting appropriate instructional approaches. The vision is for an extensive list of ways to reach students, with monthly updates adding new approaches. The document emphasizes that students must be actively engaged to learn through observing, speaking, writing, listening, thinking, drawing, and doing. It also notes the importance of having a variety of instructional tools rather than relying solely on lecturing.
Educational technology
The document discusses educational technology and its definitions, purposes, and components. Educational technology is defined as using scientific methods and tools to optimize the learning process. It aims to improve human learning through developing, applying, and evaluating learning systems and techniques. Educational technology also refers to using technological tools and media in teaching practices to enhance learning outcomes. The key components of educational technology discussed are identifying objectives, developing curriculum, improving teaching and learning processes, enhancing strategies, developing materials, using hardware and software, and providing feedback.
Chapter 10
The document discusses several key points about instructional design and materials development:
1) It emphasizes that the design of instruction, not the delivery medium, most impacts student learning and attitudes.
2) New technologies continue to change best practices, and research in this area is ongoing.
3) Instructional materials include content for students to achieve objectives, assessments, and course management information like an instructor's manual.
4) Existing materials should be evaluated for fit with objectives and learners before being adapted or replaced.
Induction Exercise
This document discusses current trends and issues in instructional technology. It begins by defining educational technology as the study and ethical practice of facilitating learning and improving performance through appropriate technological processes and resources.
It then discusses the history of instructional design, which began in the 1940s with the military's creation of the ADDIE model - a five phase process of analysis, design, development, implementation, and evaluation. The document also outlines Benjamin Bloom's taxonomy of learning objectives and how it is commonly visualized as a pyramid.
The core models of instructional design that are discussed are Bloom's taxonomy, which categorizes different types of learning objectives, and the ADDIE model, which provides a systematic process for creating instructional
ISD: Addie Presentation
ADDIE is an instructional design model developed in 1975 at Florida State University to help create effective training programs. It was adopted by the US military as the primary method for developing training to address the need to train large numbers of people in complex technical tasks. The five phases of the ADDIE model are analysis, design, development, implementation, and evaluation. The model provides a systematic process for designing, developing, and evaluating training to ensure it meets learning objectives and business needs.
Aect standards adopted7_16_2
This document outlines 5 standards for educational technology developed by the Association for Educational Communications and Technology (AECT). Standard 1 addresses content knowledge, Standard 2 content pedagogy, Standard 3 learning environments, Standard 4 professional knowledge and skills, and Standard 5 research. Each standard includes indicators such as creating, using, assessing/evaluating, managing, ethics, and diversity of learners. The standards and indicators provide a framework for the knowledge and competencies needed in the field of educational technology.
Improving the quality of e-learning courses in Higher Education
The document discusses a study analyzing student satisfaction in e-learning courses to identify factors that influence satisfaction and areas for improvement. It administered an online questionnaire to 33 students in an e-learning master's program in Portugal. The questionnaire measured satisfaction across 9 dimensions. Results showed overall favorable satisfaction levels, with highest satisfaction for the curricular program and faculty/tutors dimensions. Support services had the lowest satisfaction. The study aims to provide guidelines to improve dimensions like support services and workload distribution to enhance e-learning course quality.
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This document introduces the TPACK Design Framework for designing effective technology-enhanced science instruction. The framework is based on characteristics of effective science learning, science teaching, and technology-enhanced instruction. It uses the TPACK model and a framework of TPACK-in-Practice to create criteria (questions) to guide the design, implementation, and reflection of technology-enhanced science lessons. The goal is to help teachers assess how digital technologies can meet science learning goals and 21st century skills. Going through the TPACK Design Framework is intended as a recursive process that can develop teachers' TPACK knowledge for technology-integrated science teaching.
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This document summarizes a study on developing technological pedagogical content knowledge (TPCK) in pre-service mathematics teachers in Ghana. The study implemented a professional development program using teacher design teams and exemplary materials to design spreadsheet-based lessons. Results showed the program increased teachers' TPCK, with the teacher design teams and exemplary materials effectively supporting TPCK growth. Challenges remained in applying the new skills and overcoming infrastructure barriers in real classrooms. Overall, the study demonstrated the potential of this approach for developing teachers' abilities to integrate technology in their mathematics teaching.
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The document outlines the process for developing a technology use plan, including establishing a planning team, conducting a needs assessment, developing goals and objectives, and providing staff development. The plan recommends involving all stakeholders in the planning process and establishing a vision statement, goals around infrastructure, hardware, software, training, and integration of technology to enhance learning. It provides examples of goals and objectives from other technology plans and recommendations for effective staff development to ensure teachers understand and can apply new technologies.
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The document discusses ten trends currently affecting the field of instructional design and technology. It describes how the definitions and scope of the field have expanded over time to include a more systematic approach and use of instructional media. Key trends discussed include performance improvement, knowledge management, electronic performance support systems, increased e-learning, learning objects, and recognition of informal learning.
Preparation and evaluation of instruction materials
This document discusses principles of instructional design and the process of developing instructional materials. It covers:
1) The basic elements of instructional design which include determining learner needs, learning objectives, assessments, instructional approaches, testing effectiveness, and maintaining materials.
2) The three phases of curriculum development - planning, implementation, and evaluation.
3) Factors to consider in materials design such as learning theories, specifications, formats, and authentic versus created materials.
Summary and analysis of instructional technology
Instructional design and technology (ID&T) is defined as the theory and practice of designing, developing, using, managing, and evaluating processes and resources for learning. It is a systematic process that involves analyzing needs, designing instruction, developing content, implementing results, and evaluating outcomes. Professionals in this field use instructional systems design models and the ADDIE process to develop elaborate instruction that requires educational knowledge, training, and computer skills.
Tech use plan
The document provides an overview of the key components of developing a technology use plan, including establishing a planning team, outlining the process, developing goals and objectives, and addressing staff development needs. The multi-step process involves convening a committee, educating members, creating a vision statement, analyzing data, establishing goals and strategies, and ongoing evaluation. Sample goals focus on student learning, powerful teaching, school-community connections, and technology training. Staff development aims to provide adequate training and support time for teachers to integrate new technologies into the classroom curriculum.
Www whidbey com_frodo_isd_htm
This document provides an overview of instructional systems design (ISD) and its evolution from an artistic approach to a more systematic and research-based approach. It discusses how ISD follows a rigorous process involving analysis, design, development, implementation and evaluation. Key aspects of the ISD process include separating instructional content from strategy, using a team-based approach with specialized roles, and continually improving the process based on evaluation results.
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This document provides an overview of an instructional technology course. It outlines three major sections on theory, practice, and application. The theory section will cover the history and definitions of instructional technology, design models, and how people learn. It will also introduce the Association for Educational Communications and Technology. The practice section focuses on current issues, trends, and integrating web tools into learning modules. The application section addresses needs analysis, instructional design evaluation, and computer-based training.
Development of Techno-Based Instructional Materials
Teaching is more than just transmitting content; teaching is about designing activities that will support all of these activities/contents to enable learning.
And learning is more than just memorizing facts, learning is about developing one's own understanding of content and integrating it into one's own mental framework.
As teachers or instructors, we tend to plan a course in terms of content or what we want to teach the students but understanding the instructional design shifted us from a content-centered to a learning-centered perspective.
Hence, the development of instructional materials or instructional design, in general, is all about crafting learning objectives at a level appropriate for the knowledge and skills that are being developed, then designing learning activities and assembling resources that help learners achieve.
Technology action plan
This professional development focused on improving technology use at Bay City Junior High School. Over two days, teachers learned about developing an action research plan, policies around acceptable technology use, tools for gathering student data, and how to use programs like Microsoft Word, PowerPoint, and Excel. The development aimed to help teachers enhance technology-supported learning and better utilize existing campus infrastructure and resources. Progress would be assessed using surveys, student achievement data, and the state's STaR technology evaluation rubric.
Dick & carey instructional design model sabri elamin
This paper will briefly describe and critique the purpose and what instructional models are followed by process of three selected models: (1) The Dick & Carey Model (2) Kemp Model (3) 3 PD Model. The process description and critique for each model will serve as the foundation and supporting points required for comparison and contrasting process of the models.
Who is Designing Learning Today?
There are a number of occupational roles, positions, and career paths into learning design. This is an introduction to a few ways learning/instructional design careers are evolving in education and industry today.
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This document provides an overview of strategies, methods, and practices for teaching to accommodate student needs. It introduces an organized resource for lesson planning that allows browsing and selecting appropriate instructional approaches. The vision is for an extensive list of ways to reach students, with monthly updates adding new approaches. The document emphasizes that students must be actively engaged to learn through observing, speaking, writing, listening, thinking, drawing, and doing. It also notes the importance of having a variety of instructional tools rather than relying solely on lecturing.
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The document discusses educational technology and its definitions, purposes, and components. Educational technology is defined as using scientific methods and tools to optimize the learning process. It aims to improve human learning through developing, applying, and evaluating learning systems and techniques. Educational technology also refers to using technological tools and media in teaching practices to enhance learning outcomes. The key components of educational technology discussed are identifying objectives, developing curriculum, improving teaching and learning processes, enhancing strategies, developing materials, using hardware and software, and providing feedback.
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The document discusses several key points about instructional design and materials development:
1) It emphasizes that the design of instruction, not the delivery medium, most impacts student learning and attitudes.
2) New technologies continue to change best practices, and research in this area is ongoing.
3) Instructional materials include content for students to achieve objectives, assessments, and course management information like an instructor's manual.
4) Existing materials should be evaluated for fit with objectives and learners before being adapted or replaced.
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This document discusses current trends and issues in instructional technology. It begins by defining educational technology as the study and ethical practice of facilitating learning and improving performance through appropriate technological processes and resources.
It then discusses the history of instructional design, which began in the 1940s with the military's creation of the ADDIE model - a five phase process of analysis, design, development, implementation, and evaluation. The document also outlines Benjamin Bloom's taxonomy of learning objectives and how it is commonly visualized as a pyramid.
The core models of instructional design that are discussed are Bloom's taxonomy, which categorizes different types of learning objectives, and the ADDIE model, which provides a systematic process for creating instructional
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ADDIE is an instructional design model developed in 1975 at Florida State University to help create effective training programs. It was adopted by the US military as the primary method for developing training to address the need to train large numbers of people in complex technical tasks. The five phases of the ADDIE model are analysis, design, development, implementation, and evaluation. The model provides a systematic process for designing, developing, and evaluating training to ensure it meets learning objectives and business needs.
Aect standards adopted7_16_2
This document outlines 5 standards for educational technology developed by the Association for Educational Communications and Technology (AECT). Standard 1 addresses content knowledge, Standard 2 content pedagogy, Standard 3 learning environments, Standard 4 professional knowledge and skills, and Standard 5 research. Each standard includes indicators such as creating, using, assessing/evaluating, managing, ethics, and diversity of learners. The standards and indicators provide a framework for the knowledge and competencies needed in the field of educational technology.
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Csse2015 designing effective technology enhanced science instruction
This document introduces the TPACK Design Framework for designing effective technology-enhanced science instruction. The framework is based on characteristics of effective science learning, science teaching, and technology-enhanced instruction. It uses the TPACK model and a framework of TPACK-in-Practice to create criteria (questions) to guide the design, implementation, and reflection of technology-enhanced science lessons. The goal is to help teachers assess how digital technologies can meet science learning goals and 21st century skills. Going through the TPACK Design Framework is intended as a recursive process that can develop teachers' TPACK knowledge for technology-integrated science teaching.
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This document summarizes a study on developing technological pedagogical content knowledge (TPCK) in pre-service mathematics teachers in Ghana. The study implemented a professional development program using teacher design teams and exemplary materials to design spreadsheet-based lessons. Results showed the program increased teachers' TPCK, with the teacher design teams and exemplary materials effectively supporting TPCK growth. Challenges remained in applying the new skills and overcoming infrastructure barriers in real classrooms. Overall, the study demonstrated the potential of this approach for developing teachers' abilities to integrate technology in their mathematics teaching.
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Preparation and evaluation of instruction materials
This document discusses principles of instructional design and the process of developing instructional materials. It covers:
1) The basic elements of instructional design which include determining learner needs, learning objectives, assessments, instructional approaches, testing effectiveness, and maintaining materials.
2) The three phases of curriculum development - planning, implementation, and evaluation.
3) Factors to consider in materials design such as learning theories, specifications, formats, and authentic versus created materials.
Summary and analysis of instructional technology
Instructional design and technology (ID&T) is defined as the theory and practice of designing, developing, using, managing, and evaluating processes and resources for learning. It is a systematic process that involves analyzing needs, designing instruction, developing content, implementing results, and evaluating outcomes. Professionals in this field use instructional systems design models and the ADDIE process to develop elaborate instruction that requires educational knowledge, training, and computer skills.
Tech use plan
The document provides an overview of the key components of developing a technology use plan, including establishing a planning team, outlining the process, developing goals and objectives, and addressing staff development needs. The multi-step process involves convening a committee, educating members, creating a vision statement, analyzing data, establishing goals and strategies, and ongoing evaluation. Sample goals focus on student learning, powerful teaching, school-community connections, and technology training. Staff development aims to provide adequate training and support time for teachers to integrate new technologies into the classroom curriculum.
Www whidbey com_frodo_isd_htm
This document provides an overview of instructional systems design (ISD) and its evolution from an artistic approach to a more systematic and research-based approach. It discusses how ISD follows a rigorous process involving analysis, design, development, implementation and evaluation. Key aspects of the ISD process include separating instructional content from strategy, using a team-based approach with specialized roles, and continually improving the process based on evaluation results.
Introduction to seps 789
This document provides an overview of an instructional technology course. It outlines three major sections on theory, practice, and application. The theory section will cover the history and definitions of instructional technology, design models, and how people learn. It will also introduce the Association for Educational Communications and Technology. The practice section focuses on current issues, trends, and integrating web tools into learning modules. The application section addresses needs analysis, instructional design evaluation, and computer-based training.
Development of Techno-Based Instructional Materials
Teaching is more than just transmitting content; teaching is about designing activities that will support all of these activities/contents to enable learning.
And learning is more than just memorizing facts, learning is about developing one's own understanding of content and integrating it into one's own mental framework.
As teachers or instructors, we tend to plan a course in terms of content or what we want to teach the students but understanding the instructional design shifted us from a content-centered to a learning-centered perspective.
Hence, the development of instructional materials or instructional design, in general, is all about crafting learning objectives at a level appropriate for the knowledge and skills that are being developed, then designing learning activities and assembling resources that help learners achieve.
Technology action plan
This professional development focused on improving technology use at Bay City Junior High School. Over two days, teachers learned about developing an action research plan, policies around acceptable technology use, tools for gathering student data, and how to use programs like Microsoft Word, PowerPoint, and Excel. The development aimed to help teachers enhance technology-supported learning and better utilize existing campus infrastructure and resources. Progress would be assessed using surveys, student achievement data, and the state's STaR technology evaluation rubric.
Dick & carey instructional design model sabri elamin
This paper will briefly describe and critique the purpose and what instructional models are followed by process of three selected models: (1) The Dick & Carey Model (2) Kemp Model (3) 3 PD Model. The process description and critique for each model will serve as the foundation and supporting points required for comparison and contrasting process of the models.
Who is Designing Learning Today?
There are a number of occupational roles, positions, and career paths into learning design. This is an introduction to a few ways learning/instructional design careers are evolving in education and industry today.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Instructional Design and Technology.pptx
- 1. A summary and Analysis of Instructional Technology By Darisha Warren
- 2. Definition Of Instructional Technology • In 2008 an AECT committee produced a book that presented a new definition of the field of educational technology (Reiser & Dempsey, 2018): • Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources (Reiser & Dempsey, 2018). • Instructional technology can include the use of hardware, software, and other media to deliver instruction, assess student learning and manage the instructional process (Reiser & Dempsey, 2018).
- 3. Definition of ID&T • Reiser and Dempsey expressed that because of all the broadened definitions of instructional technology within the past thirty to forty years (Reiser & Dempsey, 2018). • There should be consideration of the label we use for the broad field that encompasses the areas of instructional media, instructional design, and more recently performance improvement (Reiser & Dempsey, 2018). • The term that seems most appropriate is instructional design and technology because it mentions both of areas focused upon earlier definitions
- 5. Examples of Instructional Technology Hardware: Software: Media :
- 6. Instructional Design Models • Instructional design is a system of procedures for developing education and training materials in a consistent and reliable fashion (Reiser & Dempsey, 2018). • The ADDIE Process • SAM • Pebble-in-the-Pond
- 7. ADDIE • is a process model developed for and adopted by the military to hasten and standardize production of training materials, often by persons having less than a thorough background in instructional design (Reiser & Dempsey, 2018).
- 8. SAM • SAM is a design and development process providing maximum opportunities for review, evaluation, and correction of decisions throughout the process (Reiser & Dempsey, 2018).
- 9. Pebble –in-the-Pond • The Pebble-in-the-Pond model is more constrained than the ISD procedure. The Pebble model focuses primarily on the instructional design phase of the whole instructional development process (Reiser & Dempsey, 2018).
- 10. References: • Reiser, R. A., & Dempsey, J. V. (2018). Trends and issues in Instructional Design and Technology. Pearson.